资源描述
按一下以編輯母片標題樣式,按一下以編輯母片,第二層,第三層,第四層,第五層,*,How to Teach Listening,Alice Chiu,2006.03.21,Passive or Active?,Is listening a passive or active skill?,Listening is considered to involve the,active selecting and interpreting of information,comingfrom auditory clues so that a listener can identifywhat is happening and what is being expressed.,-Richards,JC.1983.“Listening Comprehension:Approach,design,procedure.”,TESOL Quarterly,17:2.,What does listening involve?,Identifying information,Searching memories,Relating that information to those memories,Filling it in the proper spot(or),Creating a new place for it,Using it when needed,Effective listeners,monitor comprehension,associate new information with background knowledge,make inferences about unknown words,continue listening even if they dont understand certain words,have,metacognitive,knowledge about the task,manage to get the main idea rather than listen word-for-word,What interferes with listening comprehension?,Unfamiliar vocabulary,Grammar,Text too long,Several people talking,Unfamiliar Context,Lots of details,Topic not interesting,Theme not clear,Accent,Speed,Idiomatic speech,Task too difficult,Unprepared for the discussion,Not prepared for the format,A lack of background information,Principles of teaching listening comprehension,Let students understand how foreigners speak English and build students sensitivities.,All we can do is give them some guidelines,provide an opportunity for,meaningful,practice and trust they will learn these things for themselves.(Buck,1995),Buck,G.,1995.How to become a good listening teacher.In,Mendelsohn,and Rubin 1995.,A guide for the teaching of second language listening.,San Diego:,Dominie,Press.113-130.,How do most teachers in Taiwan teach listening comprehension?,TTT Approach,Test-test-test,A sink or swim method,The use of passage with multiple-choice questions to teach listening comprehension.,If not TTT Approach,then how?,How to prepare students for listening tasks?,Involve,ss,in focused listening,Make it relevant to,ss,(interesting),Provide,background knowledge,Pre-listening exercise,to activate content,Use,a variety of activities,listening activities(with focus)to overcome the difficulties,giving them charts/categories,asking questions ahead of time,showing pictures/charts,discussing the topic first,describing the context,role playing the situation,providing key word list,brainstorming(situations/pros/cons),Predicting,Doing follow-ups that allows them to,connect directly with their lives,Other listening activities,Follow-up activities,More listening,Writing activities,Role playing,Use activities to wake up,ss,Jazz chants,Jokes,Puzzles,poems,Strategies to teach Listening Comprehension,Bottom-up Strategies,Top-down Strategies,Bottom up strategies 1:,words,Counting,syllables,by using a rubber band,Teaching word,stress,circling stressed syllable,underlining unstressed syllable,ci,rcle the most stressed word in a sentence,using noise maker(or a flute)so that students can understand the sound and stresses(focus on the movement),Bottom up strategies 2:,words,Pronunciation,minimal pair practices,lice/rice,pin/pen,pin/pin/pen(choose),present tense or past tense,They share the food.They shared the food.,pronunciation change/blurred speech,What do you mean?Wheres the boy?,Teach,intonation,Bottom up strategies 3:,words-phrases,listen and find the,word groups,which carry meanings,take a script,mark where they think the thought groups are,Listen to the tape,get students to notice they way how English is spoken,Top-down Strategies 1:,(thinking strategy),Get students to determine:,The setting,Interpersonal relationships,Topic,Mood,Main idea,Top-down Strategies 2:,(thinking strategy),Help them to,hypothesize,predict,Infer,Example:Give them one/two words,Let students make inference and guess what the story is about to develop the guessing ability,Example:Guess the answers as soon as they see the multiple choices,Dictation,Acitivites,Single word dictation,Line-by-line dictation,Full-text dictation,Student-centered dictation,Dictation(for both strategies):,Single,Word dictation,Students have to match the words with the,pictures,.,Students have to do“,odd-man-out,”.,Students have to,make a sentence,out of the word they hear.,Students have to write words in groups or columns according to,pronunciation differences,.They words may be read alone or in complete sentences.,Students have to write words read out by the teacher.They need to put the words in groups or column according to their,characteristics,.,Dictation(for both strategies):,Line-by-line dictation,Students each have a line from a text.,They dictate their line to the teacher,in the order they think is appropriate.The teacher writes exactly what they say,as they say it,including mistakes.The class then adjust and correct as necessary.,Teacher reads out the text,line by line,.After each line,students pass their paper to their right,and correct any errors before continuing the dictation.,D
展开阅读全文